The author is part of the Beginning Teacher Support and Assessment (BTSA) induction program--a California state program that is meant to offer support to new teachers as they exit the credential program and begin a job in a district. More than 80% of new teachers across the United States participate in some kind of induction program. At least 30…

An extended set of conversations conducted by three religious studies faculty teaching at large public universities in the Southern United States spurred these reflections on how their institutional locations inflected issues such as the cultural expectations students bring to the classroom, how these expectations interact with the evolving…

Reflecting on the personal experience of teaching human resource management in the Canadian Arctic, the author explores the utility of an existentialist approach to pedagogy. The author outlines select aspects of existentialism that are pertinent to the teaching and discusses the implications of using reflexive existential thought as guidance in a…

Reflective skills are widely regarded as a means of improving students' lifelong learning and professional practice in higher education (Rogers 2001). While the value of reflective practice is widely accepted in educational circles, a critical issue is that reflective writing is complex, and has high rhetorical demands, making it difficult to…

Assessing the potential impact and utility of course assignments are often a matter of informed, yet personal judgment. Here, in this article, doing our own assignments before assigning them to students is explored as a quality assurance measure and as a means to ensure an empathetic and critical approach to developing course work.

As the transnational movement of academics continues to increase, some are arguing it is time to look more closely at the challenges faced by new international academic staff. This article reports on a narrative research study exploring the experiences and perceptions of eight international academic staff at a large, research-intensive university…

Reflective practice requires that professionals carefully examine and integrate multiple sources of information when designing intervention and evaluating its effectiveness. This article describes the use of focus group discussion as a form of qualitative research for understanding parents' perspectives of a university-based intervention program…

This article describes a graduate-level qualitative research course informed by transformational learning theory. It presents strategies an interdisciplinary team of instructors used to engage and support students as they entered and moved through the course. The strategies focused on creating a safe, supportive, learner-centered environment,…

This article refers to a study on how the school principal engaged in the process after a school self-evaluation. The study examined how two primary schools followed up the evaluation. Although they both used the same evaluation tool, the schools' understanding and application of results differed greatly. This paper describes and discusses the…

This article offers a perspective on the relationship between cultural-historical activity theory (CHAT) and one particular strand of action research--Freirean participatory action research (PAR). It reflects on a research collaboration conducted two decades ago with a community organisation and seeks to "show" the interaction of CHAT…

The aim of this article is to explore several decades of experience of action learning and to distil lessons from that experience that are worth sharing with other practitioners. The method is to systematically collect the experiential data within three categories (sense-based, affective and cognitive data), interrogate them to draw out lessons…

Classroom observation is--at best--an inexact science, historically plagued by the limitations of the human being doing the observation: There's only so much that eyes can see, ears can pick up, or pens can record in a given moment. And then there's the subjectivity problem: What looks like "exceeds expectations" to one observer may look like…

The main reason individuals enter into the education profession is that someone in their lives has influenced them in such an extreme manner that it has led them to enter the vocation of education. It is evident that there are leaders within the education profession. Individuals have proved their leadership ability by involvement in their schools,…

Learning how to think critically is a slow, painstaking process but one well worth cultivating. Some students never realize that questioning matters. Their smug mockery of any reflective endeavor threatens their comfort zone and creates an obstacle to thinking critically. They simply devalue it. Questioning is a sure sign that the student is…

In this paper I retrace the line of thought that led me to the position of a praxial philosophy of music education, from a perspective 20 years after the inaugural meeting of the International Society for the Philosophy of Music Education. I discuss how I conceive of the general project of the philosophy of music education and recapitulate some of…